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Talks With Pupils, 

A. 

A HAND BOOK FOR TEACHERS 

OF 

OUR PUBLIC SCHOOLS, 



y^ 



WITH AN 

^ INTRODUCTION 

PRINCIPAL OF STATE NORMAL SCHOOL, 
CLARION, PA. 



Slippery Rock, Pa. 
1889. 




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IK' 



Entered according to Act of Congress 
in the year 1889, by W. A. Beer, in the 
office of the Librarian of Congress at 
Washington. 



MILLER A VANOORDKB, PRINTERS, 
NEW CASTLF, PA. 



i PREFACE. 

r _ 

^ The present age demands better teachers. A great number 
"^of teachers in the district schools have been pupils in only 
district schools. They read books on "Theory of Teaching" 
and "School Management," and honestly try to follow the 
plans therein elaborated, yet many of them fail. Good books 
for teachers are plentiful. No doubt any work on teaching 
which is read and thought over is of great benefit to the 
teacher who strives to find the way to teach. But it does 
seem that we need more books to show how to do. The author 
does not think that there are too many books of theory, but he 
does think there are too few of practice. 

In this little book the writer has given fifty talks with pu- 
pils, most of which in substance have been a part of his school 
work. He has found them to be of excellent service. Other 
strong teachers have used some of these talks and they thought 
so well of them that they have made similar exercises a fea- 
ture of their schools. 

Knowing the value of this line of work by a long experi- 
ence in district schools and in training district school teachers, 
the author gives these talks to the great army of teachers 
hoping thereby to benefit some of them — especially those 
young in the work. Many modern courses of study give con- 



IV Preface. 

spicuous places to "Miscellaneous Exercises," "General Infor- 
mation," etc. Young teachers must be taught how to meet , 
this requirement. These talks will help them. They have 
been prepared in recognition of the truths that it is the satis- 
fied soul that is hard to control ; and that it is the unsatisfied 
seeker after new things that makes the model pupil. 

It is the duty of the teacher to break up the satisfaction of I 
slothfulness in the mind of the pupil, and then lead that mind 
into effective action. This book will for a few days direct 
labor in a field that can be tilled for years, and yearly yield 
a rich return for honest effort. It is not an encyclopedia. 
The information found in the talks is not especially valuable. 
It is only used as a ■stimulus. Books, magazines, newspapers 
and every day life are all full of truths of reason and facts of 
experience which will constantly present themselves to any 
teacher who once adopts the plan of work suggested in these 



These talks are merely suggestive. The teacher who at- 
tempts to do just as the author has done, will fail. The great 
force of the teacher is found in his own individuality. The 
talks with the accompanying notes and directions show one 
way of doing this miscellaneous work. Hundreds of other 
ways will from time to time suggest themselves to the pro- 
gre'ssive teacher. Opportunities will come. The successful 
teacher is the one who has common sense to know that an op- 
portunity is at hand and then has knowledge and speech to 
meet it. 

A careful study of the Table of Contents will aid the young 
teacher to use the matter of these talks in an appropriate 



Preface. v 

manner at proper times. He should by no means use the 
words that the author uses in this book, but after this man- 
ner do his work as the occasion demands. 

The Author. 
Callensburg Academy, Oct. 5, 1888. 



TABLE OF CONTENTS. 



PAGE 



Introduction by A. J. Davis, A. M. 

Talk I. — A lesson in General History. Meaning of some war 

terms. A lesson in courage 1 

Talk II. — Learn more than the text books tell. The sovereigns 

of England. A lesson in General History 2 

Talk III. — The Laplander. An Encyclopedia Lesson 3 

Talk IV. — A rest for tired pupils. General conversation 4 

Talk v.— A spare 10 minutes. Speakers of U. S. House of 

Representatives 5 

Talk VI. — General Exercise in Music 6 

Talk VII— Supplcim-ntary Lesson in Geography. California. 

Dictionary work 6 

Talk VIII.— A lesson on oil wells. Oil Towns 7 

Talk IX. — An opening exercise. Punctuality. Horses of the 

great Desert 7 

Talk X.— .Supplementary lesson in Arithmetic. Coining of 

English niduey 8 

Talk XI.^e)i)ening Exercise. Supplementary Geography les- 
son. Whales. Dictionary work 9 

Talk XII. — Before beginning to recite Geography. Prince 

of Wales. "Eich Dyn." Questions 10 

Talk XIIL— After the Holidays. About "New Year's Day." 

Numa Pomjnlius. January. Questions 11 

Talk XIV.— An opening exercise. Roiuan Calendar. Julius 

Caesar's month. Augustus Caesar's month 12 

Talk XV.— Washington's Birthday. "Old Style" and "New 

,Style." Leap Year 12 

Talk XVI.— Idleness or useless conversation. A memory les- 
son to illustrate value of time. Lakes of Palestine 14 

Talk XVIL— General exercise to fill in spare time. How to 

memorize 14 

Talk X VIII.— A poor boy. Kindness to the poor. A poem 

to learn. Conversation about poem 15 

Talk XIX, XX and XXI same as No. XVIII. 

Talk XXII.— A quarrel. A story for the fighters. The settle- 
ment postponed 18 

Talk XXIIL— A dull day, wherein there are restless pupils. 

All talk. Sing - 2o 



Table of Contents, vii 

Talk XXIV.— To stimulate the study of History. Steel guns. 20 
Talk XXV. — Morning exercise. Violin. Correct use of 

words... 21 

Talk XXVI.— Opening exercise. What to do for a person ap- 
parently drowned. Questions 22 

Talk XXVII. — A stormy day. Talk about a former lesson. 

A new fact 23 

Talk XXVIII. — Politeness. A story in reproof for lack of 

courtesy. Questions 23 

Talk XXIX. — Opening exercise for a bright morning. Eeci- 

tation 24 

Talk XXX.— An Historical date. The flag. A poem 24 

Talk XXXI. -Opening exercise. A curious poem. Work for 

many pupils 25 

Talk XXXII. — Opening exercise. No. 31 continued 27 

Talk XXXIII. — A difficulty in a lesson. Lesson on color 27 

Talk XXXIV. — A few minutes to spare. Memorize a stanza. 28 
Talk XXXV. Supplementary Geography lesson. Sugar Cane. 

How it grows. Questions 28 

Talk XXXVI.— Tired little folks. A stanzafor them 29 

Talk XXXVII.— A rest from Arithmetic. Si^elling for recre- 
ation 30 

Talk XXXVIII. — Improving opportunities. Celluloid. How 

made. A lesson after recess... 30 

Talk XXXIX. — Selfishness reiiroved. An exercise for note- 
books, to be memorized 30 

Talk XL. — Another stormy day. A puzzle 31 

Talk XLI^ — Opening exercise. Have opinions of your own. 

A story of King George II 31 

Talk XLII. — Opening Exercise. Be somebody. Ancestors of 

great men ". 32 

Talk XLIII. — Opening exercise. Self sacrifice 33 

Talk XLlV.— Before the Geography lesson. Gibraltar 34 

Talk XLV. — Confusion controlled. Memory work 34 

Talk XLVL— A Friday afternoon. Little folks. A curious 

poem for larger pupils 35 

Talk XLVII. — Idleness controlled. Work for note-books. 

Talk about Exposition buildings 36 

Talk XLVIII. — Supplementary History lesson. A Friday af- 
ternoon. How the president is elected 37 

Talk XLIX. — Disobedience. Washington's order 38 

Talk L.— Discouraged pupils. A poem 38 

APPENDIX. 
Various matters of interest for general exercises 41 



INDLX TO TOPICS OF TALKS. 



SUBJECT. NO. OF TALK. PAGE. 

Arithmetic, A rest from 37 30 

A Quarrel, A lesson on 22 IS 

A Dull day, A lesson for 23.... 20 

Almanac 14 12 

Be Something 42 32 

Concert Recitation 29 24 

Color, General exercise on 33 27 

Celluloid, How made 38 30 

Drowning, general exercise on 26 22 

Exercise for Little Folks 36 29 

English Coins, where coined 10 8 

Exposition, General exercise on 47 36 

Friday afternoon 46 35 

Five minutes to spare 34 28 

Good works not always known 50 38 

Gibraltar... 44 34 

Great Men's Ancestors 42 32 

Greenland 11 9 

Horses of the Great Desert 9 7 

Kindness to one another 43. 33 

Kings and Queens of England 2 2 

Laplander, The 3 3 

Lost time. Value of ...16 14 

Mem6ry Lesson — 

On the open prize..... 17 14 

On Kindness to the poor. ..18, 19, 20 and 21 15 

On Bravery 22 18 

On Whispering 23 20 

On Thirty-eight Authors 31 25 

On " " 32 27 

On Little Things 34 28 

On Kindness to one another 43 33 

On Working for good 45 34 

On Sovereigns of England 2, 2 



Opinions, 
Oil Towns 



Index to Topics of Talks. ix 

For the little folks 36 29 

Against selfishness 39 30 

Music, A drill on 6 6 

New Year Lesson 13 11 

Obedience 49 38 

Have your own 41 31 

?owns, Extinct 8 7 

"Old Style" and "New Style" 15 12 

Punctuality, A reward for 9 7 

Patriotism 1 1 

Politeness 28 23 

Puzzle for a stormy day 40 31 

President of U. S. How elected 48 37 

SantaBarbara 7 6 

Spain, Supplementary Geography for 44 34 

Steel Guns 24 20 

Speakersof House of Representatives 5 5 

Stormy Day 27 23 

Symbols — American Flag . 30 24 

Sugar Cane, How it grows 35 28 

Selfishness reproved 39 30 

"The Temple Window". ..18, 19, 20, 21 15 

Testing Armor plate 27 23 

"The Tapestry Weavers" 50. 39 

Tired Pupils 4 4 

Ten Minutes to Spare 5 5 

Viohns 25 21 

Whales 11 9 

Wales, Prince of 12 10 

Whispering 23 20 

Work for some good 45 , 34 



INDEX TO APPENDIX. 

NO, OF EXERCISE. PAGE 

Appellations of great men 7 44 

Authors of Popular Poems 14 50 

Birthdays of Authors 13 49 

Bible Terms 6 43 

Books of the New Testament 5 43 

Correct use of words 15 50 

Description of the person of (/hri,st...21 53 

Facts not generally known 11 47 

Gibraltar 19 52 

Governors of Pennsylvania 20 53 

Giants 9 45 

How Celluloid is made 18 ...51 

Labors of Hercules 3 42 

Nicknames by States 10 46 

Presidents of the United States 1 41 

Shakespeare's Plays 4 42 

"The Exposition" 16 51 

"The Stars are Eternal" 8 45 

Use of Names 12 48 

AVhere Violins are made 17 51 

Wonders of the World 2 42 



INTRODUCTION. 

This little volume has grown out of the incidents and les- 
sons of the school-room. The writer of the book has had a 
varied experience in the teaching and management of pupils of 
both sexes, and of ages ranging from five to twenty -five years. 
Frequently occasions have arisen for moral and general les- 
sons not found in the text-book. When these occasions pre- 
sented themselves an attempt was made to present truth in 
such a way as to make it attractive and impressive. Moral 
lessons given in a formal manner often repel, and, instead of 
winning the good will and hearty co-operation of the pupils, 
tend to engender a dislike for "sermonizing." If the teacher 
can employ a method which is pleasing and at the same 
time effective, he will find his work delightful and his mem- 
ory cherished by his pupils. 

Circumstances should to a great extent gjvern the choice 
of subject and the method of presentation. The young will 
readily draw inferences and the stories, if well told and ap- 
plicable, will convey the lessons intended, without much 
explanation by the teacher. 

The regular lines of study do not always present the best 
means of awakening thought and of inciting to investigation. 
The skillful teacher will find many occasions to rouse sluggish 
minds into activity by showing the relations of the subject 
matter of their daily lessons to the practical knowledge they 
already possess. The lessons presented in this little book can 
convey only a mere hint of what the wide-awake teacher may 
do in these lines of his work. 

Several of these lessons have been given at teachers' insti- 
tutes with marked success, and quite an interest excited in 
general exercises designed to meet the exigencies of school 
life. 

A. J. DAVIS. 
State Normal School, Clarion, Pa., April, 1889. 



TALKS WITH PUPILS. 



I. 

The following anecdote is related of Napoleon Bonaparte. — 
Once while in camp he stayed in a building with some soldiers, 
among whom Napoleon observed a little drummer boy, not 
yet twelve years of age. Calling the boy to him, the great 
Emperor asked, "My little man what are you doing here?" 
"I belong to the array, sire," replied the boy. "What do you 
do in the array ?" asked Napoleon. "I am a drummer, sire," 
was the reply. "Fetch your drura," said Napoleon. The 
drum was fetched and Napoleon said "Sound the 'general' for 
me " Promptly the "general" was sounded by the little drum- 
mer, and the Emperor exclairaed, "Good ! now, beat the 
'march ;' " and the boy obeyed. "Now, sound the 'advance,' " 
said Bonaparte, and with sparkling eyes the little drummer 
sounded the "advance" in a firm even measure. "Good !" 
exclaimed the Emperor, "Now for the charge?" and with eyes 
flashing fire the little soldier beat the "charge" till the very 
rafters trembled from the vibrations of the wild fierce notes. 
"Bravo !" cried Napoleon, "now beat for me the 'retreat.' " 
Down went the sticks. The little fellow straightened up and 
with a flush of manly pride he said. "You must excuse me, 
sire, I never learned that. Our regiment never retreated." 
The great comraander excused him, and it is said that even on 
St. Helena he often spoke of his little drummer boy who could 
not beat a "retreat." 

QUESTIONS. 

1. Who was Napoleon Bonaparte ? 

2. Where is St. Helena ? and for what noted ? 



2 Talks with Pupils. 

3. Wheu is the "general" sounded in the army? The 
"march ?" The "advance ?" 

4. What important lesson may we learn from the little 
drummer boy? 

ANSWERS. 

1. Napoleon Bonaparte was born on the island of Corsica 
Aug. 15, 1769. He was made "The First Consul" of the 
French Republic Dec. 13, 1799. He became "Emperor of the 
French" May 18, 1804 and was crowned Dec. 2, 1804. He 
became "King of Italy" May 26, 1805. Died a prisoner on the 
Island of St. Helena May 5, 1821 at the age of 51 years. 

2. St. Helena is in the South Atlantic Ocean, and is noted 
for being the "prison island" on which Napoleon Bonaparte 
died. 

3. The "general" is sounded in the army one hour before 
the time of marching. It is the signal to strike tents, load 
wagons, etc. The "march" is beaten as the infantry takes its 
place in the column. The "advance" is sounded as the cav- 
alry takes its place in the column. 

4. From the drummer boy we learn never to be discouraged 
at difficulties. 

Note fok the Teacher.— "The Drummer Boy of Kent, a poem 
by Charles Stuart Pratt relates this anecdote of' an English drum- 
mer boy captured by the soldiers of King Charles of France. The 
version here used serves the purpose but the poem could as 
well be used and is probably more correct. 

II. 

I hope that no boy or girl will be satisfied with learning 
only that which can be learned from school books. We can 
all learn many things with little effort if we will use our spare 
moments. You have all read something about England. It 
is a great nation. England has had thirty-six rulers, not 
counting Cromwell. To-day I will give you an old rhyme 
which I will let yen memorize, as it will enable you to give 
the names of England's kings and queens, and also to tell the 
order in which they came upon the throne. 



Talks with Pupils. 3 

SOVEREIGNS OF ENGLAND. 

First, William the Norman ; then William his son ; 

Henry, Stephen and Henry ; then Richard and John. 

Next Henry the third ; Edward one, two, and three ; 

And again after Rii-hard, three Henries we see. 

Two Edwards, third Richard, if rightly I guess. 

Two Henries, sixth Edward, Queen Mary, Queen Bess. 

Then Jamie the Scotchman ; then Charles whom they slew. 

Yet received, after Cromwell, another Charles too. 

Next Jamie the second ascended the throne. 

lyien AVilliam and Mary together came on. 

Till Anne, George, and 'William all past, 

God sent us Victoria — may she long be the last ! 

QUESTIONS AND ANSWERS. 

1. What great document was created in King John's reign? 
Ans. The Magna Charta. 

2. Who were the first kings of the houses of York and 
Tudor ? Ans. Edward IV., of York, Henry VII., of Tudor. 

3. What great literary work was accomplished during the 
reign of James I? Ans. The translation of the Bible. 

4. Who was king of England during the Revolutionary 
War ? Ans. George III 

5. How old was Victoria when she began tc» reign ? Arts. 
18 years old. 

III. 

[ have found a little story in a newspaper which I will read 
for you to-day. It is about 

THE LAPLANDER. 
The Laplander's sledge has no runners, but, like himself, it 
is covered with reindeer-skin, and is in shape something like 
a canoe. Harnessed to his sledge, the reindeer starts off with 
almost the rapidity of the locomotive, going fifteen or twenty 
miles an hour. The reindeer is not only the Laplander's 
horse, but his cow, and, during the time that it gives milk, he 
is freezing lar^e quantities of it, to be used when no more is 
to be obtained. Then he breaks off a piece, thaws it out, and 



4 Talks with Pupils. 

has again a good article of milk. The deer is also his food, 
large herds of them being kept in some parts of the country. 
From its skin the Laplander makes the roof and floor of his 
house, his bed, his shoes and stockings, his clothes, and cords 
and strings for his bow. Without this animal, the Laplander 
would be in a deplorable condition. 

Q UESTIONS. 

1. Where is Lapland ? 

2. Of what nation does it form a part? 

3. Are the Esquimaux of the same race as the Laplander. 

Note.— Teachers should have the pupils consult the Encyclope- 
dia before giving answers to the questions. If the school is not 
supplied with an Encyclopedia, refer questions not answered in 
this work to some pupil who has access to an Encyclopedia, and 
if no one can answer them satisfactorily the teacher should then 
do so. 

IV. 

Well boys and girls I see you are tired studying, and if you 
will quietly put aside your books I will let one of you who is 
a pretty good reader, take this book and read a little poem 
for you. Whom will you have to read it? "Henry Brown," 
some one says ; "Maggie Burton," says another. Now let me 
see ; all who desire Maggie Burton to read may arise. I count 
thirty up. That will do. Maggie will stand by my desk and 
read. (Give Maggie the book open at appendix Exercise No. 
15. ^ 

(she reads) 

" THE EXPOSITION." 

"The banners ! The Bells ! The red banners ! 
The rainbows of banners ! The chimes ! 
The music of stars ! The sweet manners 
Of peace in old pastoral times ! 

The coming of nations ! Kings bringing 
Rich gifts to republics ! The trees 
Of Jparadise, and birds singing 
By-.the side of DeSoto's swift seas." 

Joaquin Miller. 



Talks with Pupils. 5 

Maggie will now be seated, and each one who can tell what 
Exposition is referred to by Mr. Miller, may raise the right 
hand. Only one. Very good, John may tell us, John says 
"The New Orleans Exposition." How many agree with him? 
Quite a number, I see. Now Alice Merrill may tell us why 
she thinks so. Alice says "Because Joaquin Miller attended 
the World's Fair at New Orleans and wrote a great deal about 
it." That is good. Henry Brown says, "Because, by the 
expression 'DeSoto's swift seas,' Mr. Miller meant the Miss- 
issippi, and when this book was printed New Orleans was the 
only city on the Mississippi which had had a 'World's Fair.'" 
That is good, and shows that Henry tries to understand what 
he sees and hears. 

Note. — This conversation is merely suggestive. It is meant to 
aid in imparting knowledge on any subject. If the teacher should 
hand this book to "3Iaggie," she should not 1)e permitted to give 
much attention to anything but the two stanzas of i>oetry,asthisis 
specially intended as an aid to teachers, and tlictcaciicrwhoadopts 
these suggestions will not likely use the words here written, any 
more than the teacher's pupils will say what are here given as the 
words of John, Alice and Henry. 

V. 

It is now only 10 minutes till 4 o'clock. You have been 
good scholars all day. I am glad to commend you for a good 
day's work, and now if you will take your note books for a few 
minutes I will put a few facts on the black-board concerning 
the Speakers of the United States House of Representatives 
which you may copy for your own use. — "Number of Con- 
gresses from April 1, 1789 to March 4, 1889 is fifty. Number 
of men who have been elected speaker — 30. Number of 
states that have had representatives who became speaker — 14. 
Kentucky has had a representative in the speaker's chair 12 
times; Va. 7, Pa , Mass., and Ind., each 5; Me., N. J., and N. 
C, each 3 ; Tenn. 2; times ; and Conn., N. Y., Ga., S. C, and 
Ohio, each 1 time. These were elected for full terms. 

Tennesee had a representative fill an unexpired term in the 
23rd congress. 



6 Talks with Pupils. 

New York had a representative till an unexpired term in 
the 40th congress. 

Pennsylvania had a representative fill an unexpired term in 
the 44th congress. 

Now when I speak of this matter again, I hope you can tell 
at least one fact here written. You are excused for to-day. 

VI. 

To day at recess I put this little piece of music on the board, 
and now you may lay aside your books and we will spend 5 
minutes trying to learn to sing it. Instead of the notes I have 
written the first letter of each sylable, so that all can sing the 
notes before we try the words. The marks are the same as 
those used in our music books and most of you will under- 
stand them. 

(put on music Ory'ROW, ROW, ROW YOUR BOAT.") 

The value of the notes I have marked below them with 
fractions. Now we will all read — do, do, do, re, mi, mi, mi, 
mi, fa, sol, do, do, do, sol, sol, sol, mi, mi, mi, do, do, do, sol, 
la, mi, re, do. Now all sing the note "do," sing "sol," &c. 

Note. — Now the teacher can drill on this and other rounds by a 
little judicious blackboard work when the pupils are tired doing 
everything else. 
The words used to the round are 

"Row, row, row your boat gently down the stream, 
Merrily, merrily, merrily, merrily, life is but a dream." 

The point is to make the music lesson a recreation and not a 
task. Starting as indicated above any teacher can teach a little 
music. 

VII. 

Before we begin our regular Geography lesson to-day I want 
to tell you something that I read a few days ago. 

A gentleman of Santa Barbara, Cal., has in his cabinet of 
curiosities several sets of false teeth, exhumed from the graves 
of aborigines on the Santa Barbara Islands. They are form- 
ed each from a shell, which is fashioned to fit the roof of the 



Talks with Pupils. 7 

mouth, and could be adjusted outside of the gums. The teeth 
are perfectly formed and easily adjusted. 

James, you will please locate Santa Barbara, Cal. 

Mary may locate the Santa Barbara Islands. 

Of what race were the aborigines of these Islands ? 

See the Dictionary for the meaning of — cabinet, exhumed, 
adjusted, aborigines. 

VIII. 

I want to see how many know anything about the oil which 
we burn in our lamps. It is kuowu by several names, "petro- 
leum," "kerosene," "Coal oil," &c. (After a short conversation 
about oil the teacher proceeds) — "The oil region of Pennsyl- 
vania is a country of a strange history. One of the most 
startling features of the Pennsylvania oil region is the number 
of deserted villages, which has been caused by the exhaustion 
of oil wells. Pithole is a remarkable example of the oil 
excitement. Barely eighteen years ago it stood a city with 
20,000 inhabitants, with churches, theaters, hotels, daily news- 
papers, pipe lines, railroad and telegraph oMIces, all the appli- 
ances of a busy city ; now, says a recent traveler through that 
region, "all that appears is a log cabin, the dismantled wing 
of an old hotel, some decaying timbers and a little clearing in 
the fore-it, so saturated with oil and salt water that nothing 
Avill grow upon it. A poor, demented old man is now the only 
inhabitant." 

Locate Pithole. 

IX. 

It is now 5 minutes past nine o'clock. I promised you yes- 
terday that if you were all here this morning at 9 o'clock, I 
would tell something of interest about horses. All but two 
have answered at this morning's roll call, George White is sick, 
Henry lilair has gone to do an errand for his widowed mother. 
I will tell you the story, and when Henry comes John Walker 
niay repeat it to him. As for George, I hope his sister Annie 
will tell him all about the horses this evening if he is not too 
ill to listen. 



8 Talks with Pupils. 

THE HORSES OF THE GREAT DESERT. 

The Arabs of Sahara are very particular as to the color of 
their horses. White is the color for princes, but does not 
stand heat. The black brings good fortune, but fears rocky 
ground. The chestnut is the most active. The bay is the 
hardiest and most sober. 

Ben Dyab, a renowned chief of the desert, happening one 
day to be pursued by Saad-el-Zenaty, turned to his son and 
asked : 

"What horses are in front of the enemy ?" 

"White horses," replied the son. 

"It is well; let us make for the sunny side and they will 
melt away like butter." 

Some time afterward Ben Dyab again turned to his son and 
said : 

"What horses are in front of the enemy ?" 

"Black horses," cried his son. 

"It is well ; let us make for stony ground and we shall have 
nothing to fear. They are the negroes of Soudan who can 
not walk with bare feet upon the flints." 

He changed his course and the black horses were speedily 
distanced. A third time Ben Dyab asked : 

"And now what horses are in front of the enemy ?" 

"Dark chestnuts and dark bays." 

"In that case," said Ben Dyab, "strike out, my children, 
strike out, and give your horses the heel, for these might per- 
chance overtake us had we not given barley to ours all the 
summer through." 

QUESTIONS. 

Whose horses are here spoken of? What is said of the 
white horse ? Of the black ? Of the chestnut ? Of the bay? 
Who can relate the whole story of Ben Dyab.. 



The A Arithmetic cLiss is to have a lesson to-day in English 
money, but I have a lesson on the "Coinage of English mon- 



Talks with Pupils. 9 

ey" which I want to give the whole school. Next terra I may 
not be here and when these little folks get to studying this 
subject, their attention may not be called to this matter of 
coining English money, so we will give it a few moments 
attention now. 

"At the Royal Mint on Tower Hill, are struck off all the 
coins for the whole British empire, and the colonies, except 
Australia and the East Indias which are supplied from branch 
mints at Sydney, Melbourne, Calcutta and Bombay The 
mint on Tower Hill strikes gold coin for Newfoundland; 
silver coins for Newfoundland and Canada ; bronze pence and 
half pence for Jersey, and nickel coins for the West Indias " 

Note. — Let the teacher ask such questions as tlie lesson may 
suggest. Especially, locate Jersey, Calcutta, Bombay, Sydney, 
etc., etc. 

XI. 

Yesterday when the Geography class was reciting the lesson 
on Greenland, I promised to have a little talk about the whale 
some morning after roll call. I shall now fulfill that promise 
and after I have told you a few things about this strange 
animal, I shall let you have a chance to tell me how much 
you remember of what I say. 

A whale is not really a fish. Whales are mammals and 
give milk like a horse or cow. They never take in water as 
a fish does, and they breathe air just as we do. Whales do 
not spout water. There is a peculiar arrangement of valves 
which prevents water from getting into the nostrils of the 
whale. Their blood vessels are so constructed as to allow 
them to remain under water, or hold their breath nearly an 
hour. The breath during this time becomes heated, and the 
nostrils filled with mucus. Then, when the whale comes to 
the surface, this vapor or hot breath rushes out of the nostrils 
with great torce, and coming in contact with the cold air, 
condenses immediately and becomes water, and falls in a fine 
shower like rain or spray. This shower may be made more 
dense by the mucus in the tubes, and of course if the whale 



10 Talks with Pupils. 

"blows" before it reaches the surface, the intervening water 
is hurled aloft ; but the water is never really forced from the 
luugs. 

See the Dictionary and define— Mucus, mammal, valve, vapor, 
dense and condense; after which let several pupils tell the story. 

XII. 

We had a lesson yesterday about whales, and now before 
we begin to recite our Geography lesson, I will answer 
one question for you with regard to Wales. How many 
have a question ? I see two hands up. John Clark asks — 
"Is the Welsh tongue a dialect of the Celtic language?" and 
Jennie Walker asks — "How does it come that the eldest son 
of the sovereign of England, is called the "Prince of Wales?'' 
We will talk about Jennie's question to-day, and let some one 
who has an Encyclopedia answer John's to-morrow.' In 
Chamber's Encyclopedia the answer to that question will be 
found under the topic "Celtic Nations," 

The title, "Prince of Wales,"which is the birthright of the 
eldest son of the English sovereign, has an historical signifi- 
cance attached to it. The title dates back six centuries. 
After a series of border-feuds which lasted for many genera- 
tions, King Edward I entirely reduced Wales to submission, 
in 1282, and put an end to its independency on the death of 
its last Prince, Llewellyn whom Edward hanged. Two years 
later the Welsh were somewhat pacified when Prince Edward, 
sou of Edward I, was born at Caernarvon Castle in Wales. 
Immediately after the death of the Prince, his father, king 
Edward, presented the child to the Welsh chieftains as their 
future sovereign. Holding the royal infant up in his arms, 
the king exclaimed in the Welsh tongue, "Eich Dyn !" which 
signified "This is your countryman and King." These two 
words were afterward corrupted into "Ich Dien" and so appear 
as the motto on the coat of arms of the "Prince of Wales" to 
this day. The elder brother of this prince died, and thus the 
child which Edward the first had presented to the Welsh as 
their countryman and king," became king of England with 



Talks with Pupils, 11 

the title Edward II. That is, the "Prince of Wales" became 
king of England; but as the eldest son succeeds to the throne, 
the royal family decided to bestow the title," Prince of Wales," 
on the eldest son, so that when he becomes king of England, 
he becomes king of Wales also, and ever since the time of 
Edward II., the eldest prince has borne the title Prince of 
Wales. 

QUESTIONS. 

1. When was Wales subdued ? Ans. In 1282. 

2. Who was the last Welsh Prince ? Ans. Llewellyn. 

3. Who was the first prince of Wales ? Ans. The second 
son of Edward I. 

4. Who is Prince of Wales now— 1888? Ans. The 
eldest son of Queen Victoria. 

5. What do the words "Ich Dien" mean ? Ans. I serve. 

6. Where is Caernarvon Castle? 

XIII. 

I hope you have all had a"Merry Christmas" and a "Happy 
New Year." This being our first day of school after our 
holiday vacation sup[>ose we begin work with a little talk 
about this New- Year's day which we have celebrated. The 
Christian Era dates back to the time when Christ was born, 
but it was not made the basis of reckoning until the 6th cen- 
tury. The ancient Jewish year opened with the 25th of 
March, and in England it was not until 1752 that the 1st day 
of January became the initial day of the year. The earliest 
calendars — as the Jewish, th"^ Egyptian and the Greek did not 
place the commencement of the year in January, but every 
year had 12 months and some of them had lo. January did 
not begin the year until the Roman calendar which had been 
prepared by Romulus (753 715 B. C. ) was corrected by Numa 
Pompilius, the second king of Rome, who reigned from 715 
to 672 B. C. The calendar of Romulus had only 10 months. 
Numa added two more and called the first month of the year 
Jauarius (January). 



12 Talks with Pupils. 

Note. — Teachers should as soon as practicable give the next two 
"talks," so that the information therein contained may be connect- 
ed with this. 

QUESTIONS. 

When did the ancient Jewish year begin? 

When did the Christian Era become the basis of reckoning? 

Who were the first and second kings of Rome? Etc. etc. 

XIV. 

I have told you that the Roman calendar at first had only 
10 months in a year. This was according to the arrangement 
of the calendar by Romulus, the first king of the Romans. 
Romulus gave the name March to the first month of the year 
in honor of his supposed father, Mars. The name of the 10 
months of the Roman calendar of Romulus were, 1, March; 
2, April; 3, May; 4, June; 5, Quintilus;6, Sextilus; 7, Septem- 
ber; 8, October; 9, November and 10, December. 

Numa Pompilius added two months, January and February, 
and decreed that the year should begin with January 1, and 
that January and February should precede the former ten ; 
thus the month of Quintilus (5th mouth), Sextilus (6th month), 
September (7th month), October (8th month), November (9th 
month) and December (10th month), became the 7th, 8th, 
9th, 10th, 11th and Tith months respectively. 

During the reign of Julius Caesar, Quintilus was named 
July by Marc Antony, in honor of Julius Caesar, and during 
the reign of Augustus Caesar, Sextilus was named August in 
his honor. Thus the present order of the months was 
arranged by Numa Pompilius, while he gave the two of them 
their names. 

Note.— This subject matter should be talked over with the pupils 
until they are perfectly familiar with the facts. 

XV. 

"George Washington was born near tht Potomac River, in 
Westmoreland county, Virginia, February 22, 1732. (Feb. 
11th, old style)." 



Talks with Pupils. 13 

I have written on the board a statement which may need 
some explanation, but before I say anything about it I shall 
let you tell what you know about the person and places here 
mentioned. 

Note.— Here should follow a few minutes general talk about 
Washington, Potomac Kiver, February, etc., when the teacher 
should proceed.) 

Julius Caesar corrected the Roman calendar about 46 years 
before Christ, and introduced one since known as the Julian 
calendar. In the Julian calendar the year has ordinarily 365 
days and every four years is a leap-year having 3')6 days. 
On that basis every revolution of the Earth around the 8un 
(the solar year) is calculated to consume 365i days of time, 
but in reality the solar year consumes 365 days, 5 hours, 48 
minutes 49.62 seconds of time. This difference between the 
true solar year and the calculation of Caesar, which is 11 min. 
10.38 sec, amounted to 10 days from 46 B. C. to 1582 A. D. 
and in the latter year Pope Gregory XIII after deep study 
adjusted the difficulty by decreeing that ten days should be 
taken from the year 1582, and that October 5th, should be 
called Oct. 15, 1582 ; and in order that the disturbance of the 
dates might not again occur he further decreed that every 
hundredth year should not be a leap year.except every fourth 
hundredth year beginning with the year 2000. By observing 
this decree the difference between the civil year and the Solar 
year will amount to a day only in 3866 years. 

Spain, Portugal and a part of Italy observed the decree 
exactly, and called October 5th, "October 15th," France 
called Dec. 10, "December 20." The catholic portion of the 
Low Countries called Dec. 15, "December 25," and the cath- 
olic peoples generally adopted the style of Gregory. The 
Lutherans of Germany and Switzerland and the Protestant 
communities of the Low countries resisted the change till 
about 1700 when they adopted the Gregorian Calendar, but 
the time intervening between 1582 and 1700 made it necessary 
to omit eleven days instead of ten. In 1751 the English Par- 



14 Talks with Pupils. 

liament enacted that after Sept 2, 1752, eleven days should be 
omitted, and "Sept. 3 be called Sept. 14, 1752. 

Sweden and Tuscany made a similar change about the same 
time, and now, Russia alone adheres to the old style. 

Note. Tliis lesson is full of matter for questions which the judi- 
cious teacher may ask, or she may permit the pupils to question 
oue another, or the teacher, if the pupils cannot answer. 

XVI. 

Boys and girls I am not sure that you all know the value 
of time. I see several who have been engaged in what seems 
to me useless talking. If you derive no benefit from your 
conversation, your time thus spent is wasted. We should have 
spent five minutes more with this reading class, but for the 
purpose of giving you an illustration of what may be learned 
in a single minute, I shall excuse this class and give a lesson 
on the board, for the whole school. 

(write this on black-board.) 

"There are three lakes in Palestine:— 1. Merom. 2. Tibe- 
rias. 3. Dead Sea." 

Please don't write that down. Look at it for a half minute. 
How many can tell it if I erase it from the blackboard ? All 
who can may stand up. So many! (Erase.) Do you know, 
that was on the board only a minute, and yet more than 
twenty are ready to tell it? Let Miss Mary tell it- John, 
Jennie, Harry, etc. Well done. Now all may tell me how 
nuvny lakes are in Palestine. Name the 1st named. The 3d. 
The 2nd. The statement included two facts: Ist. The 
number of lakes in Palestine. 2nd. The names of the lakes. 
Many of you learned those facts in one minute. You may be 
seated and count how many facts you can learn in 5 hours,by 
learning two every five minutes. 

xvn. 

I will read this stanza of poetry for you carefully three 



Talks with Pupils. 15 

times. You may memorize it ; and all who are here at 10 
minutes to 9 o'clock to-morrow morning may write it on the 
black-board from memory. 

(read slowly and distinctly three times. 

"To all, the prize is open, 

But only he can take it 
Who says, with Roinan conrafre, 

'I'll find a way or make it !' " 

Now on your way home you can repeat this to yourself or 
to your companions, and I have no doubt most of you will 
know every word of it to-morrow. 

XVIII. 

This morning as I was coming to school I met a very poor 
little boy who told me he had walked twenty miles since yes- 
terday noon. He had on a pair of old shoes and a ragged 
coat, and did not look very stnnig, but this is what he told 
me. ''My mother is not very well and I am coming to stay 
with Mr. Hadh^y this winter to go to school. I have to husk 
corn a while first. Do you think I'll get much behind if I 
don't get to school for two weeks yet ?" I told him we would 
try to help him along, and by that I meant all of us. As I 
told you the little boy is poor and his clothes are not such as 
he perhaps ought to have. You know Mr. Hadley is a very 
close man and as he has no children of his own he may not 
furnish this little fellow with very good clothes. He seems 
to be a good natured boy and we mu-^t try not to slight him in 
any way, nor do anything that may make him feel sad, if we 
should find that his shoes are badly worn or his coat patched. 
Very often the poorest boys grow to be the very best of men, 
and this little boy may sometime be a good man. I have a 
little poem that I think will be a good thing to memorize to 
help us do right in such matters. Every morning at opening 
I shall have one or two stanzas on the blackboard for you to 
copy in your note-books until we have it all learned. (Write 
two stanzas on the black-board as follows ) 



16 Talks with Pupils. 

THE TEMPLE WINDOW. 

"Once for a lofty temple whose wall rose stately and grand, 
An artist designed a window, the masterpiece of his hand. 
And for this wondrous window he gathered the choicest store 
And from the brilliant glasses he selected the rarest — no more. 

Slowly the beautiful pattern grew like a glowing flame ; 

And the artist thought while working, this window shall bring me 

fame. 
At last the work was finished, and the sunlight was sifted down 
In many a dainty color, over the fretted stone. 

Now you may all memorize those two stanzas to night, and, 
we will have them recited to-morrow morning after roll call, 
when I shall give you the next two. Please notice the line 
that you think the most beautiful. (See next talk.) 

Note. — The introductory talk at the beginning is only suggestive 
of the occasion which may be improved for lessons like this. 

XIX. 

(On the morning following the giving of talk No. XVIII.) 
Immediately after roll call the teacher will ascertain how 
many have the first stanza memorized and how many have 
both. Let the stanzas then be repeated in concert when the 
teacher will say — "Now here are the next two, take them down 
carefully." (Writes on the board). 

"But a workman had gathered the fragments, each glowing bit so 

' rare; 
Even the smallest and dullest were used with peculiar care, ' 
And out of these cast away })icces. with patient and tireless will, 
He also, jasiiioned a window, which surpassed the artist's skill. 

The pieces were deftly fitted, and the delicate pattern shown 
With an exquisite blending of colors, and a beauty all its own. 
So, I think, for that heavenly temple, whose walls shine with 

jewels rare. 
God is making a wonderful window, each piece set with tenderest 

care." 

Now I will give you all till to-morrow at 2 o'clock to learn 



Talks with Pupils. 17 

that ; at which time Jennie Monro will please take her place 
at ray left here, and after tapping the bell she will recite for 
us the four stanzas. (See next talk.) 

XX. 

Note. — The teacher having, at the previous talk selected Jennie 
Monro to recite at two o'clock, she should know that Jennie would 
be aware of her duty at that hour. This will be known by the 
character of the pupil. For the purpose of this exercise it is im- 
portant that Jennie proceed without being called, and the teacher 
must take great care that the pupil selected is a prompt pupil. 
At two o'clock Jennie takes her place taps the bell and proceeds 
to recite the four stanzas given in Talks 18 and 19. 

"Now," says the teacher, "we will take down the last stanza 
as I read it : 

'Out of earth's lowly by-ways, from poverty, sin and pain, 
He gathers souh for his setting, and washes them free from stain. 
Shaped by the Master Artist, touched by that hand divine. 
These souls, resplendent in beauty, with redemption's love-light 
shine.' 

Frank Waller, may read it. John Beun. David Carr. 
Allie Brown. Janet Baktr. You may all notice if you have it 
written correctly, as I read from the beginning. (Read the 
whole poem). This will be a lesson for you in language to- 
morrow afternoon. Be careful to learn to spell all the words, 
especially the compound words. To-morrow we will point 
out the best thoughts and apply the lesson to the person we 
first spoke about. His name, I learn, is William Kunzer." (See 
next talk.) 

XXI. 

This talk completes the lesson on the poem. It will be 
referred to later on. The language class being called the day 
following the one on which talk No. 20 was given the teacher 



"How many have an opinion about the poem, 'The Temple 
window ?' I am glad to see so many interested. But here is 
Mabel Darke who does not raise her hand, what is the trouble 
Mabel ?" "Please sir," says Mabel, "I don't know what a tern- 



18 Talks with Pupils. 

pie is." "Do you know, Mabel, what a church is?" "Yes," is 
the reply. "Well, here, 'temple' means church. It is a 
church window. In the first stanza which is the beautiful 
line ?" Anna Boggs responds : 
"An artist designed a window, tlie masterpiece of liis hand." 

"In the second ?" 

James Evans repeats : 
"At last the work was finished, and the sunlight was sifted down." 
"In the third ?" Mabel Darke says "I think the last two are 
both good and both go together." 

'And out of the cast-away pieces, witli patient and tireless will, 
He, also, fashioned a window, which surpassed the artist's skill.' " 

"Oh," says Carrie King, "I see now, poor Will is a cast- 
away and the Master may make a great and good man of him. 
I've made up my mind to be kind to him anyway." 

"That is the lesson, dear children. Will Kunzer is poor but 
he doubtless will be a good boy if we help him. Let us all 
try. Do not forget the poem. I'll ask you for it often. We 
will now go on with our language lesson." 

XXII. 

To-day at noon on the play-ground, these two boys, Harry 
Wolford and David Fink, quarreled. 13oth have been some- 
what injured and as a result of the quarrel you all seem excited. 
The boys are still angry, aud before I can settle the matter I 
must find out what the school thinks about it. Harry says, 
"When David struck at the ball and missed it, I caught it and, 
of course David was out, but David denied the catch, and 
when I insisted that it was a fair catch, David called me a liar, 
and no brave boy could stand that, so I struck David and the 
fight began." David asserts that Harry picked the ball off 
the ground and unfairly claimed the catch, that in so claiming 
he lied, and that a brave boy could do nothing else than tell 
him he lied. Both seem to think that brave and manly boys 
could do nothing else than that they did. We must inquire 
into this. I am not sure that bravery leads a boy to do as 



Talks with Pupils. 19 

either David or Harry has done. I remember reading about a 
sailor boy who once while on shore got into a difficulty with an- 
other boy over a game of marbles. The little sailor insisted that 
he had played with his knuckle down, and the other feeling 
sure that he had not, afigrily cried out, "you lie," and struck 
him in the face. The sailor was strong and active and could 
easily have whipped his opponent, but instead of striking back, 
he got up quickly and hurried to his ship while his own com- 
rades shouted, "Ah, Johnny! Poor baby ?" and other taunting 
words. Just as he crossed the plank onto the deck the mate sa- 
luted him with "Shame, John, I wouldn't be such a coward," 
but John went on to his room and in a few hours they were out 
at sea. Before long fire was discovered in the store room di- 
rectly over the magazine. The fire was raging when discovered. 
Some one must stand just within the store room door and hold 
the hose to direct the water where most needed. The mate tried 
it and was driven back with pain from burning, another took 
his place but soon gave way. At last John, who ran at a blow 
from an opponent smaller than he, looked toward the door of 
the room from his place at the pump He saw the strong men 
yield, and running to the door he stepped inside with the hose 
in his hand, and lying down on the floor he directed the water 
towards the flames. In a moment he felt his own clothes on 
fire and the pain was awful. Deftly he turned the water upon 
his own body, and then back to the seething flames. His 
suffering was terrible but thinking only of his companions and 
the vessel's safety he stuck to the work till he saw the fire 
begin to subside and then all became dark. Now that the 
force of the fire was broken, a stout sailor took John's place 
and John was carried out in the air and kindly cared for until 
he regained consciousness. He recovered, but was scarred for 
life. Do you think John was a coward ? He said he would 
not fight because he had no right to hurt another, but that he 
was not afraid of the fire because so many lives were in dan- 
ger Surely boys, John was not a coward when he would not 
fight. He was brave when in danger. You may think about 
this matter till to-morrow when we will settle the dispute. 



20 Talks with Pupils. 

Note. — This book does not pretend to treat at length of school 
government, and therefore does not continue this subject. 

XXIII. 

This seems to be a day that makes all of us restless. I notice 
that quite a number in school seem anxious to whisper. You 
know that I am not one of those persons who think whisper- 
ing in school a very grave offence. I know how difficult it is 
to get along without talking, and I have no desire to deprive 
any one of any advantage that may be gained by conversing 
with aschoolmate. There is however a necessary limit to con- 
versation. It is very important that conversation be about 
the lesson only, and that it does not occupy too much time, 
but to-day the disposition seems to be to talk all the time. I 
think under the circumstances we had better lay aside every- 
thing else and have a few minutes good talk. Do your talk- 
ing now, and when I tap the bell we will close our talk for 
to-day. (The teacher observes the conversation and at the 
end of two, three or five minutes taps the bell.) I think you 
feel relieved now, but probably you are tired sitting, so you 
may all stand up and sing "Work for the night is coming." 
(The school sings ) That was nicely done, I think you can work 
now with more earnestness. You may be seated and go to 
work. 

XXIV. 

I suppose we are all interested in the history of our country. 
It is a common thing to see mention made of the guns that 
are used by the army and navy. I will put a table on the 
board that will show the enormous weight, and cost of making 
steel guns. 

DIAMETEK OF BALL. WEIGHT OF GUN. COST OF MAKING. 

5 inches. 6,200 pounds. $3,500. 

6 " 11,000 " 9,500. 
8 " 28,000 " 15,000. 

10 " 56,000 " 19,000. 



Talks with Pupils. 21 

A ten inch gun throws a 500 pound projectile ten miles 
and burns 250 pounds of powder at a charge. It is calculated 
that at 500 yards a six inch ball will penetrate 8 inches of 
plate — or in other words that any ball from these guns at 50 
yards will penetrate H times its diameter. 

XXV. 

For this morning's exercise I will let Carrie King read this 
article, entitled, "Where Violins are made." Now while she 
looks over it carefully (giving her the book open at Exercise 
No. 17 of Appendix,) we will find out the meaning of these 
words which are found in the article. (Write on the board) 
"labyrinth," "centuries," "cellos," ' zither," "banjo." 

John Benn may take the dictionary. We have found the 
meaning of these words, but here is one, "Stradivarious," which 
Harry Wolford may take down and look for it in his father's 
Encyclopedia to-night. Carrie may now read. (She reads as 
follows from Appendix Exercise No. 17. 

''WHERE VIOLINS ARE MADE." 

"In one of those mountainous districts of Bavaria, there is a 
town called Mittenwald, shut in by snow-clad peaks and dense 
forests, in which every yard is crossed by a labyrinth of ropes 
and poles, on which hundreds of violins are hung up to dry. 
For a couple of centuries the entire industry of the town has 
been violin-making, for which the surrounding forests produce 
the best of material. Men, women and children all have 
their allotted share of the work, and violins,cellos, bass violins, 
zithers, and every stringed instrument, from a copy of some 
old and priceless Stradivarious,perfect in form, color and tone, 
down to the cheapest banjo, are exported in great quantities, 
all hand made, to every quarter of the globe." 

Do you think the expression "For a couple of centuries," is 
a good one? For to-morrow you may find out about the 
proper use of "couple," "pair," "brace," "herd'' and "flock." 
I think it i* not correct to use "couple" as it is used in this 
article. (See Appendix Exercise No. 14.) 



22 Talks with Pupils. 

XXVI. 

We often hear of people being drowned. Sometimes it is 
said "He was taken out of the water right away but they 
could not bring him to." I think we all should know some- 
thing about treating a sufferer in case of an accident, and I 
have some directions here taken from the British Medical 
Journal which may be of use to all of us in cases of accidental 
drowning when we may be present. The writer is well in- 
formed on the subject and says — "The body of the patient is 
laid on the back with clothes loosened, and the mouth and 
nose wiped ; two bystanders pass their right hands under the 
body at the waist and grasp each other's hand-, then raise the 
body until only the tips of the fingers and toes of the subject 
touch the ground ; count fifteen rapidly ; then lower the body 
flat to the ground, and press the elbows to the side hard ; 
count fifteen again ; then raise the body again for the same 
length of time; and so on, alternately raising and lowering 
until breathing is resumed. The head, arms and legs are to 
be allowed to dangle down freely when the body is raised." 

What is done first? A as. — Place the subject flat on the 
back, and wipe mouth and nose, and loosen clothes. 

What is done next ? Ans. — Two persons pass their right 
hands under body at waist, clasp hands and raise the body till 
tips of fingers and toes just touch the ground. 

AVhat is done next? Ans. — Rapidly count fifteen. 

What next ? Ans. — Lower the body flat to the ground ; 
press the elbows hard to the sides ; count fifteen and again 
raise the body as before and count fifteen. 

How long shall this be continued ? Ans. — Until breath is 
restored or it is certainly known that there is no hope. 

Note. — This is an important lesson. Repeat until it is perfectly 
known. If some boy will volunteer to lie down, a practical illus- 
tration should be made of the operation. Home boys will be 
interested in giving an illustration during recess. 



Talks with Pupils. 23 

XXVII. 

It is somewhat stormy to day, and you seem uneasy in your 
seats, so I will let you rest a while and we will have a little 
talk. You remember one day I told you about the manufac- 
ture of steel guns. Who can tell me the weight and estimated 
cost of a ten inch steel gun ? Frank Waller says "A ten inch 
steel gun weighs 55,000 pounds and costs $19,000." That is 
right. I have now to tell you about a more remarkable gun, 
and its shooting. Not long ago at Spezzia a match came off 
between the shooting power of a gun and the strength of an 
armor plate. The plate .was of German chilled steel, five feet 
nine inches in thickness, and weighed 100 tons which was also 
the weight of the gun. The plate was fixed against the face 
of a cliff, and the gun, charged with 750 pounds of powder, 
sent a thunderbolt weighing almost exactly a ton against the 
plate with terrific force, but it produced only a slight indenta- 
tion and some trifling cracks. Three shots failed to make any 
serious impression upon the plate, and it would seem that no 
shot yet invented will go through six feet of chilled steel. 

This shows the terrible engines of war that are in modern 
use. 

What was the weight and thickness of the plate ? 

What was the weight of the gun ? Count it in pounds. 

Compare it with the 10 inch gun. 

What was the weight of the ball ? 

XXVIII. 

Boys and girls, at noon yesterday I noticed an old gentle- 
man, whom you all know, passing along the road. I noticed 
also that while two or three of the boys raised their hats and 
spoke kindly to him, the other boys passed on and did not 
seem to notice him at all. This incident calls to my mind a 
story which I think will do us all good. 

At Athens one time during a play which was given in honor 
of the commonwealth, it happened that an old man came too 
late for a place suitable to his age and quality. Many of the 



24 Talks with Pupils. 

young Athenians, observing the difficulty and confusion he 
was in, made signs to him that they would accommodate him 
if he came where they sat. The good man would hustle 
through the crowd, but when he came to the seats to which 
he had been invited, the jesters would sit close together and 
expose him to the whole audience, as he stood out of counte- 
nance at the joke. The frolic went around the Athenian 
benches. But on those occasions there were particular places 
assigned to foreigners. Worn out by insults, the good man 
sulked toward the boxes appointed for the Lacedaemonians. 
That honest people, more virtuous than polite, rose up to a man, 
and with the greatest respect received him among them. The 
Athenians,being suddenly touched with a sense of the Spartan 
virtue and their own degeneracy, gave a thunder of applause ; 
and the old man cried out — "The Athenians understand what 
is good, but the Lacedaemonians practicit." 

You see by this it is not enough to know civility, and po- 
liteness, and kindness. To practice them is better. 

Where is Athens ? Where was Lacedaemonia ? &c. , &c. 

XXIX. 

This is a fine bright morning. We will let some one recite 
"The Temple Window." 

Note. — After the poem is recited by one, let two recite the first 
stanza together ; three the second ; and four the third and so on 
until it is twice gone over. 

XXX. 

This is the 14th day of June. Congress adopted the design 
of the American flag June 14, 1777. It is said that the stripes 
were first used in a flag which was presented by Capt. Markoe 
to the Philadelphia City Troop in 1775, which flag that or- 
ganization still possesses. Who suggested the stars first is not 
positively known, but they are the symbols of our union, and 
are commended to our consideration by the following lines the 
author of which is unknown to me. David Carr may 
read these lines and the rest of us will note how many sym- 



Talks with Pupils. 25 

bols are mentioned. (Give David the book open at Appendix 
Exercise No. 8.) 

Rose of Britannia, thy glorious crimson 

Dripped from the falchon by Wehington drawn. 
Shamrock of Erin, so green in thy summer. 
Where shall ye be when thy winter shall dawn ? 

But when the symbol raised. 

On our broad banner blazed 
In Freedom's van with a splendor supernal, 

Then her bold yeomanry 

Did a bright omen see: 
Praise to Jehovah the stars are eternal. 

Thistle of Scotland on Bannock burn purpled. 

Lilies of France that are yet with a ray 
Of her renowned sun of Austerlitz golden, 
Ye are but food for the worm of decay. 
But when the symbol raised 
On our broad banner blazed 
In Freedom's van with a splendor supernal 
Then her bold yeomanry 
Did a bright omen see: 
Praise to Jehovah the stars are eternal. 

What are the symbols mentioned? Ans — The Rose of Great 
Britain ; Shamrock of Ireland ; Thistle of Scotland ; Lily of 
France ; and Stars of the United States. 

Why are Bannockburn and Austerlitz mentioned ? &c. 

XXXI. 

Note — Before proceeding with the talk, the teacher should write 
each of the thirty-eight lines tliat follow, upon a separate slip of 
paper so that the lines can be di.stiibuted, one to each pupil. If 
the school is small each can be given two lines. Each line shuuld 
be numbered. 

This morning I have an exercise for you that is a very ingen- 
uous composition. It is a poem of thirty-eight lines, by as 
many different authors. I will distribute these slips among 
the scholars, and you will notice that each one is numbered 
1, 2, 3, &c. When I call for No. 1, the pupil who has slip 
No. 1, will read the line. I will then call No. 2, and so on 



26 Talks with Pupils. 

until all have been read. (Proceed with the reading.) Now 

each may learn the line that he or she has, and be here 
promptly at 9 o'clock to-morrow morning as we want to read 
the whole poem line about. 

LIFE. 

LINES FHOM THIRTY-EIGHT POETS. 

1. Why all this toil for triumphs of an hour ? — Young. 

2. Life's a short Summer — man is but a flower i^Johnson. 

3. By turns we catch the fatal breath and die. — Pope. 

4. The cradle and the tomb, alas ! so nigh. — Prior. 

5. To be is better far than not to be, — Sewell. 

6. Though all man's life may seem a tragedy ; — Spenser. 

7. But light eares speak when mighty griefs are dumb; — Daniel. 

8. The bottom is but shallow whence they come. — Raleigh. 

9. Your fate is but the common fate of all; — Longfellow. 

10. Unmingled joys can here no man befall ; — Southwell. 

11. Nature to eacli allots his proper sphere. — Congreve. 

12. Fortune makes folly her peculiar care ; — Churchill. 

13. Custom does often reason overrule, — Rochester. 

14. And throw a cruel sunshine on a fool. — Armstrong. 

15. Live well — how long or short permit to Heaven, — Milton. 
IG. They who forgive most, shall be most forgiven. — Bailey. 

17. Sin may be clasped so close we can not see its face. — French. 

18. Vile intercourse where virtue has no place. — Somerville. 

19. Then keep each passion down, however dear, — Thomson. 

20. Thou pendulum betwixt a smile and tear; — Byron. 

21. Her sensual snares let faithless pleasure lay. — Smollett. 
22., With craft and skill to ruin and betray. — Crabbe. 

23. Soar not too high to fall but stoop to rise; — Massinger. 

24. We masters grow of all that we despise. — Crowley. 

25. Oh, then, renounce that impious self-esteem; — Beattie. 

26. Riches have wings, and grandeur is a dream. — Cowper. 

27. Think not ambition wise because 'tis brave. — Davenant. 

28. The paths of glory lead but to the grave. — Gray. 

29. What is ambition ? 'Tis a glorious cheat, — Willis. 

30. Only destructive to the brave and great. — Addison. 

31. What's all the gaudy glitter of a crown ? — Dryden. 

32. The way to bliss lies not on beds of down. — Quarles. 

33. How long we live, not years but actions tell ; — Watkins. 

34. The man lives twice who lives the first life well. — Herrick. 

35. Make, then, while yet ye may, your God your friend. — 
Mason. 



Talks with Pupils. 27 

36. Whom Christians worsliip, yet not comprehend. — Hill. 

37. The trust that's given, guard, and to yourself be just; — Dana. 

38. For live we how we may, yet die we must. — Shakespeare. 

XXXII. 

Yesterday we distributed slips of paf)er with a line of poetry 
on each. I am glad to notice that every one who received a 
line is here except Annie Benn and she sends her line with 
her brother John who tells me Annie is sick. We will novv 
get ready to recite Be sure you all know the number of your 
slip as well as the words. Give your number before you read 
so that the next one knows when his turn comes. Be very 
careful. No. 1 will recite, &c., &c. 

Note.— The teacher should use nrrat car.' in this exercise to 
prevent confusion. But if itis given proper attention it will aiiij)ly 
repay all the ell'ort made, and the pu[)iis will almost all learn the 
whole poem in a few drills. 

XXXIII. 
Yesterday when I asked Wakefield Burns to tell me the three 
primary colors that are so often spoken of, he told me he could 
never remember the colors and would like to know how to 
remember them. I told him we would talk about that to-day 
at 1 o'clock. So now as we have a few moments to spare we 
will see about it. The way I remember the three primary 
colors is by the bhie sky, and red, and yellow clouds. The 
secondary colors I remember by the initials of "Grand Old 
Party" — G. 0. P. — green, orange, purple. 

I will show you here on the board how I remember the 
seven prismatic colors. I have a key-word spelled as you see 
it here "vibgyor," and each letter indicates the name of a 
color as fol lows : 

V-iolet. 

I -ndigo. 

B-lue 

G-reeu. 

Y-ellow. 

0-range. 

R-ed. 



28 Talks with Pupils. 

Please take note of these things and we will talk ot them 
again. 

XXXIV. 

Our recitations are over for the forenoon, and it is now 
only 11:55, let us learn a nice stanza. I have one here. I 
will recite the first line. 

"A pebble on a streamlet scant." 
Who can repeat ? Good ! Wallace Anderson may give it. 
Worthiugton Hook. Now all together. Now I will give the 
second line, then Mollie Carter may give both. 
"Has turned the course of many a river." 
Now see if we can't all give the two as well as Mollie did. 
Nicely done ! 

"A dew-drop on the baby plant 
INIay warp the giant oak forever." 

Who will give those two ? Jared King. David Fnik. All 
together. Who can repeat all four lines ? Warren Brown 
has his hand up. (Warren repeats.) All together from the 
beginning. That is good. I'll call for that sometime again. 
Don't forget it. 

A i^ebble on the streamlet scant 

Has turned tlie course of many a river ; 
A dew-drop on the baby plant 
Has warped the giant oak forever. 

Charlotte Cossitt. 
XXXV. 

As many of our school do not know much about how sugar 
cane grows, we will talk a few moments about it, and after I 
have told a few things about it, I will ask you some questions 
which you can answer only if you are very attentive to what 
is said. 

Sugar cane grows during about five and a half months. It 
makes its appearance say on the Ist of April, and by the 15th 
of September it has done reaching upward. In that time it 
grows or ought to grow 12 feet, counting the white joints and 
the top flag or tuft. On the 1st of July it is some four feet 



Talks with Pupils. 29 

high, so that from then to the 15th of September it grows 
ninety-six inches. During August, however, it reaches the 
largest rate of increase, the ordinary growth during that 
month under favorable conditions being 40 inches. August 
is known as "the growing month." It is then that cultivation 
is over and the ground thoroughly shaded by the foliage. It 
is then that the daily showers stimulate the process of vegeta- 
tion until one can almost literally "see it" shoot upward. It 
is on clear, still nights during this month you can hear that 
light cracking sound all over a healthy fifld of cane. It is 
the month v/hen, instead of growii g three-fourths of an inch 
per day, good cane ought to grow one inch and a half. 

QUE>STIOyS. 

How high does it grow ? 

How long a time does it grow ? 

How much does it grow in August ? 

Do they cultivate it in August? 

What sounds can you hear ? 

How much should good cane grow in a day in August ? 

XXXVI. 

Here we have quite a lot of little folks and they seem tired 
studying their spelling books and readers all the time. I will 
put a lesson on the black-board for them. Here it is. 
"If you your lips 
Wdiilil keep from slips, 
Five thin<;s observe with care. 
Of whom you speak, 
To whom you speak, 
And how, and ivhen, and n'hrre." 
Be careful when you read to bring out these words that I 
mark with a line under them. Read it over two times, then 
shut your eyes and see if you can't see it on the board. Now 
read it once, more slowly. Now I have erased it. Who can 
see it on the board now ? 

Note. — So drill until the children learn it. Many of them will 
learn it in five or ten minutes. 



30 Talks with Pupils. 

XXXVII. 

You who have been working so diligently at your arithme- 
tic for the last hour may rest awhile. Take your slates and 
write the plural of (write the following words on the board.) 

lady. day. tooth. negro. 

tidy. boy. eye. potato. 

body. valley. foot. motto. 

baby. monkey. calf. cargo. 

pony. donkey. goose. tomato. 

XXXVIII 

To-day at recess, James Evans broke out a buttonhole of 
a collar that was made of celluloid. He concluded to burn 
it and to that end he lit a match and held the end of the col- 
lar to the flame. The collar was consumed very suddenly to 
the suprise of many who saw the burning, and several asked 
what made it do that. I have here a descriptio.i of how 
celluloid is made. John may read it for us, and aft^r he has 
done Madge Clark may take the dictionary and find the words 
that I pronounce from the book. (Give John the book at 
Appendix Exercise 18, and when he has read it turn back to 
this list and get the meaning of as many words as possible in 
the time which may be taken.) 

Saturated, sulphuric acid, nitric acid, cellulose, pyroxyline 
pulp, triturated, hydraulic. 

XXXIX. 

To day I noticed one of our young lady pupils do an act 
that was somewhat selfish. I don't think she knew it at the 
time and I will not scold or say anything about it, only ask 
you all to write in your note books the little poem I read to 
you. One week from to day you may be ready to repeat it. 
(Teacher reads one line or part of a line at a time giving 
time to write without repeating.) 



Talks with Pupils. 31 

GOOD ADVICE. 

Speak no evil, and cause no ache ; 
Utter no jest that can pain awake ; 
Guard your actions and bridle your tongue ; 
Words are adders when hearts are stung. 

Help whoever, whenever you can ; 

Man forever needs aid from man ; 

Let never a day die in the west 

That you have not comforted some sad breast. 

-^Fwm the Independent. 
XL 

It has been a very stormy day, and the school room has 
been somewhat gloomy, let us enliven it a little. You may 
sin;; "The Woodman." Stand uj), and sing with a will. 
(While the song is being sung the teacher writes on the board.) 

CROSS WORD. 

"My firft is in house but not in lot. 

My second is in mouse also in cot. 

My thinl is in month but not in year. 

My fourth is in love also in fear. 

]My irholr is a place we should all love." 
You sang that very well. You may sit down and look at 
this. You understand there is a word to be made up out of 
the words "house," "mouse," "month" and "love," by taking 
one letter out of each. This word names what is sj)oken of 
in the last line. You may spend 5 minutes at it if necessary. 
Harry Blair says he has it. What is it? "Honey!" How 
do you get that ? "H-o-n-e." Good! but you need a y, and 
honey is not a place. Geo. White has his; hand up. He may 
write his word on the board. He has written "home." How 
many agree ? That will do. The word is home. 

XLI. 

Last Saturday I was in town and noticed a certain well 
known gentleman in conversation with one of the county 
officers. The gentleman is well informed, but he seemed to 



32 Talks with Pupils. 

assent to everything the other said. I could hardly think 
that his constant response "yes," "yes," "y-e-s," was the honest 
expression of his sentiment. I thought rather that it was 
the other's prominence in politics that overawed the man and 
caused him to express his assent for fear of offence. As I 
came home I thought what a common occurrence this is, and 
how necessary that our young men should be warned against 
it. I will relate an anecdote which shows that men of affairs 
like men who have opinions of their own. It is about 

PREACHER DA VIES AND KING GEORGE. 

When President of Princeton College, Samuel Davies visi- 
ted England for the purpose of obtaining donations for the 
institution. The King (George II.) had a curiosity to hear 
a preacher from "the wilds of America." He accordingly 
attended, and was so much struck with the commanding elo- 
quence that he exi)ressed his astonishment loud enough to be 
heard half way over the house, in such terms as these : "He 
is a wonderful man ! Why he beats my Bishop," etc. Da- 
vies observing that the King was attracting more attention 
than himself, paused, and looking his Majesty full in the face, 
gave hiin,in an emphatic tone, the following beautiful rebuke: 
"When the lion loareth, let the beasts of the forest tremble; 
and when the Lord S])eaketh, let the kings of the earth keep 
silence." The King instantly shrank back in his seat, like a 
school boy who had been rap])ed on his head by his master, 
and remained quiet for the remainder of the sermon. The 
next day the monarch sent for him, and gave him fifty guin- 
eas for the institution over which he presided, observing at the 
same time to his courtiers : "He is an honest man — an honest 
man." 

XLII. 

One day while talking to one of the boys, I asked him if 
he would not like to work a little harder and be something. 
He said he would, but his parents were poor and couldn't help 



Talks with Pupils. 33 

him, he didu't see that there was any use trying he couldn't 
do anything anyway. 

This morning you may take your note books and write down 
what I say. I will give a name first, after which you may put 
a dash then what follows : 

1. Coluinltus— son of a weaver and a weaver himself. 

2. Claude Loraine —was brought up a pastry cook. 

3. Moliere— son of a tapestry maker. 

4. Cervantes— was a common soldier. 

5. Homer — was a beggar. 

6. Hesiod — son of a small farmer. 

7. Demosthenes— son of a cutler, 

8. Terence— was a slave. 

9. Oliver Cromwell— son of a brewer. 

10. De Foe— son of a butcher. 

11. Whitfield— son of an innkeeper. 

12. Cardinal Wolsey — son of a butcher. 

13. Virgil- son of a porter. 

14. Horace— son of a shopkeeper. 

15. Lucian — son of a stationer. 

l(i. Hogarth — apprentice to an engraver. 

This list of names may be difficult to find so I will let each 
one of the largest pupils take one and find out who the person 
was. The smaller pupils can take any one they want to ask 
about. (Teachtr gives each large pupil a name to report on 
at some future time.) 

XLIII. 

This morning as I was coming to school I saw two of our 
little folks trutlging along through the snow. One of the boys 
fell in the snow and got his mittens wet. He jumped up and 
after he had come on a few rods he began to complain of his 
hands being cold. Soon he began to cry. The other little 
fellow a year older, who had been fortunate enough not to 
fall had a pair of dry mitteus on, and was, as he said, "good 
and warm," but as I walked behind them I noticed him take 
his good and warm mittens oft' and give them to the other lit- 
tle fellow who took off" his wet mittens and put the dry ones 
on. It wasn't much, but it showed a manly spirit and I am 



34 Talks with Pupils. 

glad to speak of it. It doesn't matter who the boy was. He 
did a manly act and if he continues in the same way he will 
make a good man. Suppose we learn this little verse. I will 
read one line at a time. 

"Self sacrifice is never lost, 
But is its own reward. 
He who denies himself the most 
Receives the gold of God." 
Note.— Drill till some one or two of the little folks and all the 
larger pupils know these lines. 

XLIV. 

The Geography lesson this time is about Spain. Before we 
begin to recite I want Sadie Carr to read a lesson from this 
book. (Give her the book open at Appendix Exercise 19.) 
As she reads each one of us will fix one fact in the mind and 
then tell it to the class after the selection is read. 

Note. — The facts recited should embrace: — 

1. "Gibraltar is the strongest fortress in the world." 

2. Gibraltar occupies a rocky peninsula jutting out into 
the sea about three miles long and three-quarters of a mile wide. 

3. The central rock rises to a height of 1345 feet above the 
sea. 

4. Its northern base is almost perpendicular, while its east 
side is full of tremendous precipices. 

5. The southern termination is called Europa Point 

6. The west side is less steep than the east and between its 
base and the sea is the narrow almost level span on which the 
town of Gibraltar is built. 

7. The fortress is considered impregnable to military as- 
sault. 

8. The regular garrison in time of peace numbers about 
7,000. 

XLV. 

Some times we work very hard but accomplish no good. I 
wish you would all learn these lines. I think they were writ- 
ten by Mrs. Osgood. 



Talks with Pupils. 35 

Work for some good, be it ever so slowly, 
- Cherish some flower, be it ever so lowly ; 
Labor, all labor is noble and holy. 
Let thy great deeds be thy prayer to thy God. 
Note.— Spend five or six minutes to learn this. Repeat some 
other day. 

XLVI. 

This is Friday afternoon. You have done pretty well this 
week. Most of you have been very kind to rae, and I think 
we can aflbrd to have a little recreation. The little folks may 
all fill the blanks in the words that I write on the board 
and see what they make out ot them. 

Do yo — th — nk t— at th— m— n — n the m n, 

Eats — he - -ilk in h — s cup, 

Ev— ry dr— p of — t u — , 
AV— th a s— oon li — e your si — ver spoon? 

While these little folks work at this, the larger ones may 
take something that shows quite a little cleverness in its com- 
position. It is a poem of five stanzas. We will have them all 
written on the board and numbered just as I have them on 
these slips (Give out the slips, which have been previously 
prepared). John will write the first, on the left hand end of 
the board ; Mary the second, next to him ; George the third ; 
Alta,the fourth, and Milford the fifth, etc. After all are writ- 
ten you may begin with the first and copy it except that in- 
stead of the capital letters E Z, C D, E V and A K, you will 
write words. The first line would read, 
"The farmer leads no ecmj life." 

Now we will begin. Those at the board may be seated and 
join in the work. Remember you are working for the devel- 
opment not for the sentiment. 

Note.- The poem in full is as follows. The M'ords to be substi- 
tuted for the capitals are set off" to the right of each line. Correct 
each stanza as finished, if class be about the same grade, if not, 
the whole poem may be worked before correcting. 



36 Talks with Pupils. 

THE FARMERS LIFE. 

The farmer leads no E Z life ; [easy] 

The C D sows will rot ; [seed he 

And when at E V rests from strife [eve he' 

His bones all A K a lot, [ache a 

In D D has to struggle hard [deed he] 

To E K living out ; [eke a] 

If I C frosts do not retard [icy] 

His crops, there'll B A drought. [be a] 

The hired L P has to pay [help he] 

Are awful A. Z, too ; [lazy] 

They C K rest when he's away, [seek a] 

Nor N E work will do. [any] 

Both N Z cannot make to meet, [ends he] 

And then for A D he takes f.iid he] 

Some boarders who so R T eat [hearty] 

& E no money makes. [and he] 

Of little IT C finds this life ; [use he] 

Sick in old A G lies, [age he] 

The debt he O Z leaves his wife, [owes he] 

And then in P C dies. [peace he] 

— Anonymous. 

Note 2.— No doubt by this time most of the little pupils will 
have made out their exercise as follows : 

''Do you think that the man in the moon 
Eats the milk in his cup, 
Every drop of it up, 
With a spoon like your silver spoon?" 

■ — Bahijland. 

XLVII. 

So far in modern history the largest building erected for 
any of the great World's Fairs has been in America. You 
may note down the following from the blackboard. You may 
want to refer to it some time. 

Exposition Buildings. 
Name. . Floor Surface, ft. 

Crystal Palace, London, (1862) 1,400,(100 

London Exiwsition, (1851) 989,88-4 

Paris Exposition, (1855") 545,934 

Paris Exposition, (lJ-(i:!' 456,92.S 

Vienna Exposition, (1873) 4.30,500 

Philadelphia Main Building, (1876) 872.320 

Atlanta Exposition, (1881) 107,520 



Talks with Pupils. 37 

Louisville Exposition, (1883) 677,400 

New Orleans World's Exposition, Main Building alone, 

(1884-5) 1,656,030 

XLVIII. 

In a few years more,many ot you boys will get a vote. The 
election that comes off next Tuesday is for President and Vice 
President of the United States, also for Congressmen and mi- 
nor State officers. You will observe this when you come to 
vote : — Your ticket, when you vote for governor, or congress- 
man. Or any state officers, will have the name of the candidate 
on it that you wish to vote for, but the ticket for president 
does not have on it the name of your presidential candidate. 
Each party in each state selects an electoral ticket on which 
are printed the names of as many electors as the state has 
congressmen — counting all the representatives and two U. 8. 
senators — and these are the men that the respective parties 
vote for. Pennsylvania has thirty electors, one taken from 
each of the twenty-eight congressional districts and two to 
represent the state at large as the U. S. senators represent the 
whole state in Congress. The process oi electing the president 
is as follcws: — 

1. The citizens vote the electoral ticket the first Tuesday 
after the first Monday in November every four years. 

2. The electors of their respective States meet generally at 
the State capitol the first Wednesday in December and vote 
for a President and a Vice President, one of which persons 
voted for must not reside in the same state as the elector. 

3 The votes by the electors are taken down, a certificate 
made out and sent to Washington, directed to the President 
of the Senate. 

4. The votes are opened and counted in the presence of 
the Senate and House of Representatives on the second Wed- 
nesday in February. If no one has a majority, the House of 
Representatives elects a president, each state having but one 
vote. If no vice-president is elected by the electors the Sen- 
ate elects one in the same manner as the House elects the 
president. 

5. The President is inaugurated March 4. 



38 Talks with Pupils. 

XLIX. 

Sometimes we notice persons very slow to obey their parents, 
their teachers, or others in authority over them, simply be- 
cause they can't see why such requirements are made of them. 
I jufit now think of a story about obeying orders that I will 
relate and I know you will not forget it, for it contains a very 
interesting and useful lesson : — 

One day Washington, sending a dispatch, directed the 
bearer to cross the river at a certain ferry, and go through 
the Ramapo Pass to Morristown. The young man, knowing 
that a nest of traitors infested the pass, ventured to suggest to 
the Commander-in-chief that another road would be safer. 
"I shall be taken," he said, "if I go through the pass." "Young 
man, your duty is not to tsilk, but to ohey," said Washington 
sternly. He went as directed, and near the pass was captured, 
as he was afraid of being, and sent to New York, then in the 
hands of the enemy. The next day, the dispatches taken 
from him, disclosing a plan of attacking the city, were pub- 
lished with great parade, and the English immediately began 
preparations to defend it. 

This gave Washington time to plan and execute another 
movement in quite a different direction, and by that time both 
the British and the bearer found out that the dispatch was 
meant to be taken. 

Just so a pupil cannot always see the reason for a teacher's 
request but the wisdom of these requests will no doubt become 
known in time. 

L. 

Maggie Burton came to me to-day and said she had tried 
hard all this term of school to be good and do good, but that 
she could not see what good she had done. That brings to 
my mind a poem that I want you all to learn. This is the last 
day of school. I will dictate it and you may write it down. 
I know many of you will memorize it. Maggie is solicitous 
about her work. This poem answers the inquiry in her mind. 



Talks with Pupils. 39 

THE TAPESTRY WEAVERS. 

Let us take to our hearts a lesson, — 

No lesson can richer be, — 
From the ways of the tapestry weavers, 

On the other side of the sea. 

Above their heads the pattern hangs. 

They study it with care. 
And while their fiingere deftly work. 

Their eyes are fastened there. 

They tell this curious thing, besides. 

Of the patient, plodding weaver, 
He works on the wrong side, evermore, 

But works for the right side, ever. 

It is only when the weaving stops. 

And the web is loosed and turned, 
And he sees his real handiwork , 

That his marvelous skill is learned. 

Ah, the sight of its delicate beauty, 

How it pays him for all it cost ! 
No rarer, daintier work than his, 

Was ever done by the frost. 

Then the master bringeth him golden hire, 

And giveth him praises as well ; 
And how happy the heart of the weaver is. 

No tongue but his own can tell. 

The years of man are the looms of God, 

Let down from the place of the sun. 
Wherein we are weaving always, 

Till the mystic web is done. 

Weaving blindly, but weaving surely. 

Each for himself his fate ; 
We may not see how the right side looks ; 

We can only weave and wait. 

But, looking above for the pattern, 

No weaver hath need to fear ; 
Only let him look clear into heaven — 

The Perfect Pattern is there. 



40 Talks with Pupils. 

If he keep the face of the Sa\aour, 
Forever and always in sight, 

His toil shall be sweeter than honey, 
His weaving is sure to be right. 

And when his task is ended, 

And the web is turned and shown, 

He shall hear the voice of the Master, 
It shall say to him: "Well done !" 

And the white-winged angels of heaven. 
To bear him thence, shall come down. 

And God shall give him gold for his hire, 
Not coin, but a golden crown. 

— Addison Chester. 




41 



j^:e^f:em<tidx:k.. 



Note.— This matter has been prepared in order to give the 
teacher a few useful tables and compilations to aid in the miscel- 
laneous work of the school. The wide-awake teacher can find 
many occasions to use these facts. The first five exercises are 
taken from "Notes and Queries" and should be memorized at odd 
times. 

EXERCISE NO. 1. 
Presidents of tlie United States. 

First stands the lofty Washington, 

That noble, great, immortal one ; 

The elder Adams next we see, 

And Jefferson comes number three ; 

The fourth is Madison, you know, 

The fifth one on the list Monroe ; 

The sixth an Adams comes again, 

And Jackson seventh in the train ; 

VanBuren eighth upon the line. 

And Harrison counts number nine ; 

The tenth is Tyler in his turn, 

And Polk eleventh as we learn ; 

The twelfth is Taylor that appears. 

The thirteenth Fillmore fills his years ; 

Then Pierce comes fourteenth into view ; 

Buchanan is the fifteenth due. 

Now Lincoln comes two terms to fill, 

Obedient to the people's will ; 

But fate o'ertook him ere he's through, 

And Johnson served the residue ; 

Next Grant two terms the nation run, 

And Hays was counted in for one. 

Garfield the second Fated man, 

Arthur succeeded to the van. 

And served the broken term ; in fine. 

The fourth V. P. to come in line : 



42 Appendix. 

Next Cleveland, spent four toilsome years. 
And Harrlson, president, now appears. 
And all, when counted in their turn, 
Make twenty-three, as all can learn. 

— Anonymous. 

EXERCISE NO. 2. 

The Seven Wonders of the World. 

The pyramids first, which in Egypt were laid; 
Next Ihihyloii'a (/(irdi'ii for Amytis made; 
Then Main^nlo^'^ taiuh oi atlection and guilt; 
Fourtli the Tcniplf af Duma, in Ephesus built; 
The Colossus of JlJtoiks, cast brass, in the sun ; 
Sixth, Jupiter s statue, by Phidias done ; 
The Pharos of Egypt comes last, we are told, 
Or the Palace of Cyrus, cemented with gold. 

—E. C. Brevier's Dictionary of Phrase and Fable. 

EXERCISE NO. 3. 

Tlie Twelve Labors of Hercules. 

The Neraean Lion first he killed, then Lerne's Hydra slew ; 
The Arcadian Stag and monster Boar before Eurystheus drew ; 
Cleansed Augeas' Stalls, and made the Birds from lake Stymphalis 

flee; 
The Cretan Bull, and Thracian Mares, first seized and then set free; 
Took prize the Amazonian Belt, brought Geryon's Kineirom. Gades; 
Fetched Apples from the Hesperides, and Cerberos from Hades. 

— Brewer's Dictioiuiry . 

EXERCISE NO. 4. 

Shakespeare's Plays. 

(Omitting the Historical English Dramas.) 

Cymbeliue, Tempest, Much Ado, Verona, 

Merry Wives, Twelfth Night, As you like it, 

Errors, Shrew Taming, Night's Dream, 

Measure, Adronicus, Timon of Athens. 

Winter's Tale, Merchant, Troilus, Lear, 

Hamlet, Love's Labor, All's Well, Pericles, 

Othello, Romeo, Macbeth, Cleopatra, Csesar, Coriolanus. 

— C. C. Bomhaugh. 



Appendix. 43 

EXERCISE NO. 5. 
The Books of the New Testament. 
Matthevj, Mark, Luke and John, 

Tell what by Christ was said and done ; 
Actii both of the Apostles tell, 

And how the Holy Spirit fell, 
Romam, CoriritJtians and GalatUms, 

Hard bj'^ EjJtf^^ltdis take their stations. 
Then the Phillj>j)liiiis hand in hand, 

With the Coloxsianx take their stand 
By T hessaloniam ; each and all. 

Claim for their author great Ht. Paul, 
Who next writes twice to Timothy. 

Then r//».s and Phihinon see, 
While Ildirni'n the last letter claims. 

Next conies the Epistle of St. James, 
While I'etei; John, and good St. Jude 

With Revelation both conclude. 

— Anonymous. 

EXERCISE NO. 6. 

Definition of BihU Terms. 

A day's journey was about twenty-three and one-fifth miles, 

A Sabbath day's journey was about an English mile. 

Ezekiel's reed was nearly eleven feet. 

A cubit was nearly twenty two inches. 

A hand's breadth is equal to three and five eighths inches. 
A finger's breadth is equal to one inch. 

A shekel of silver was about fifty cents. 

A shekel of gold was eight dollars. 

A talent of silver was five hundred and thirty-eight dollars 
and thirty cents. 

A talent of gold was thirteen thousand eight hundred and 
nine dollars. 

A piece of silver, or a penny, was thirteen cents. 

A farthing was three cents. 

A mite was less than quarter of a cent. 

A gerah was a cent. 

An ephah, or bath, contains seven gallons and five pints. 



44 Appendix. 

A bin was one gallon and two pints. 
A firkin was seven pints. 
An onier was six pints. 
A cab was three pints. 



— The Evangelist. 



EXERCISE NO. 7. 
The Appellations of Great Men. 

The Father of His Country — George Washington. 

The Sage of Monticeljo. — Thomas Jefferson. 

Old Hickory. — Andrew Jackson. 

Old Rough and Ready. — Zachary Taylor. 

Mad Anthony. — General Wayne. 

Expounder of the Constitution. — Daniel Webster. 

Great Pacificator. — Henry Clay. 

Unconditional Surrenderer Grant. — Ulysses S. Grant. 

Little Mac. — George B. McClellan. 

Old Man Eloquent. — John Quincy Adams. 

Young Hickory. — James K. Polk. 

Political Meteor. — John Randolph. 

Poor Richard. — Benjamin Franklin. 

Onas. — William Penn. 

Stonewall. — Thomas Jonathan Jackson. 

Rock of Chickamagga. — General Thomas. 

Honest Abe. — Abraham Lincoln. 

Old Put. — Israel Putnam. 

Light Horse Harry. — Henry Lee. 

Old Tecumseh.— Gen. W. T. Sherman. 

Bayard of the South. — General Marion. 

Fighting Joe, — General Hooker. 

Uncle Robert. — R. E. Lee. 

The Little Magician. — Martin VanBuren. 

The Superb. — Gen. Winfield Scott Hancock. 

Father of the Constitution. — James Madison. 

Matoax. — King Phillip. 

Great Indian Apostle. — Eliot. 

Cincinnatus of the West. — George Washington. 



Appendix. 45 

Colossus of American InJependence. — John Adams. 

Mill Boy of the slashes. — Henry Clay. 

Pathfinder of the Rockies. — John C. Fremont. 

Prince of American Letters — Washington Irving. 

The Rail Splitter. — Abraham Lincoln. 

Sage of Chappaqua. — Horace Greeley. 

Little Giant. — Stephen A. Douglass. 

Father of Greenbacks. — Salmon P. Chase. 

Teacher-President — James A. Garfield. 

Carolina Game Cock. — General Sumter. 

Old Ossawatomie. — John Brown. 

Old Public Functionary. — James Buchanan. 

Great American Commoner. — Thaddeus Stevens. 

Defender of the Constitution. — Daniel Webster. 

EXERCISE NO. 8. 

The Stars are Eternal. 

Rose of Britannia, thy glorious crimson 
Dripped from the falchion by AVellin<;ton drawn. 
Shamrock of Erin so green in thy summer 
Where shall ye be when your winter shall dawn. 

Cho.— But when the symbol raised 
On our broad banner, blazed 
In Freedom's van with a splender supernal, 
Then her bold yeomanry 
Did a bright omen see, 
Praise to Jehovah ! the stars are eternal. 

Thistle of Scotland on Bannockburn purpled, 
Lilies of France that are yet with a ray 
Of her renowned sun of Austerlitz golden, 
Ye are but food for the worm of decay.— Chorus. *** 
(See Talk XXX.) 

EXERCISE NO. 9. 
Some Giants. 

Samuel McDonald, of Scotland, . . 6 feet 10 inches. 
Alice Gordon, Giantess of England, . 7 " 

Anne Hanen Swan, of Nova Scotia, . 7 " 



46 



Appendix. 



LaPierre, of Stratgard, Denmark, 



7 feet 



Henry Blacker, "British Giant " of England, 7 feet 

Edward Bamford, of England, . . 7 " 

Louis Frenz, of France, ... 7 " 

Martin Salmeron, of Mexico, . . . 7 " 

Porus, of India, (B. C. 327) . . 7 " 

Heinrich Osen, of Norway, . . . 7 *' 

Edward Melon, of Ireland, . . 7 " 

James McDonald, of Ireland, . . . 7 " 

Robert Hale, of England, . . . 7 " 

Francis Sheridan, of Ireland, . . . 7 " 

Bradley, of England, . . . . 7 " 

Joseph Brice, ('Anak") of France, . . 7 " 

Cornelius Magrath, of England, . . 7 " 

John Bushby, of England, . . . 7 " 

Joachim Eleozegue, of Spain, . . 7 " 

Capt. Bates, of Kentucky, . . . 7 " 

Harold Hardrada, of Norway, . . 8 feet 

"Gilly" a Swede, 8 feet. 

Wm. Evans, of England, . . . 8 '* 

Charlemagne, (Charles the Great) . . 8 " 

J. Toller, of Nova Scotia, . . . 8 " 

Maximilian C. Miller, of England, . . 8 " 
Chang Woo Goo, "Chinese Giant,"jof Tychon, 8 feet 

J. H. Reichart, of Sweden, . . 8 " 

Chas. O'Brien, Irish Giant, . . . 8 " 

Patrich O'Brien, (brother of Chasj . 8 " 

Loushkin, of Russia, . . . . 8 " 

Maximus, Roman Emperor. (235 38) . 8 " 
Skeleton, in Trinity College Dublin 



1 inch. 

4 inches. 
4 " 
4 " 
4 " 
6 " 
6 " 
6 " 
6 " 
6 " 



9 " 
10 " 
lU " 
nearly. 



2 incht 

3 " 

4 " 

7 " 

5 " 

6 " 
6 " 



— London Tid Bits. 



10. 



EXERCISE NO. 
Nicknames by States. 
The residents of all States have "Nicknames" applied to 
them by public speakers and others. Most of the names have 
become historical. The nicknames are as follows : Alabama, 



Appendix. 47 

lizards; Arkansas, toothpicks; California, gold-hunters; Col- 
orado, rovers ; Connecticut, wooden-nutmegs ; Delaware, blue 
hen's chickens ; Florida, fly-up-the-creeks ; Georgia, crackers ; 
Illinois, suckers ; Indiana, hoosiers ; Iowa, hawk-eyes ; Kan- 
sas, jayhawkers ; Kentucky, corn-crackers ; Louisiana, Cre- 
oles; Maine, foxes; Maryland, craw-thumpers; Michigan, 
wolverines; Minnesota, gophers; Mississippi, tadpoles; Mis- 
souri, pukes; Nebraska, bug-eaters; Nevada, sage hens; New 
Hampshire, granite boys ; New Jersey, blues or clam-catchers; 
New York, knickerbockers ; North Carolina, tar-boilers and 
tuckoes ; Ohio, buckeyes; Oregon, web-feet and hard cases ; 
Pennsylvania, leatherheads and Pennauites ; Rhode Island, 
gun flints; South Carolina, weasels; Tennessee, whelps; Texas, 
beef-heads ; Vermont, Green Mountain boys ; Virginia, bea- 
dles ; and Wisconsin, badgers. — Anonymous. 

Note.— Should a teacher think any of these names outlandish, 
he can skip over them and give attention to the more commonly 
used and sensible ones. 

EXERCISE NO. 11. 

Facts Not GeneraUij Knoicn. 

Spinach is a Persian plant. 

Horse-radish is a native of England. 

Melons were found originally in Asia. 

Filberts originally came from Greece. 

Quinces originally came from Corinth. 

The turnip originally came from Rome. 

The peach originally came from Persia. 

Sage is a native of the South of Eu rope. 

The bean is said to be a native of Egypt. 

Damsons originally came from Damascus. 

The nasturtium came originally from Peru. 

The Greeks called butter bouturos — "cow cheese." 

The gooseberry is indigenous to Great Britain. 

Apricots are indigenous to the plains of Armenia. 

Pears were originally brought from the East by the Romans. 

The walnut is a native of Persia, the Caucasus and China. 



48 Appendix. 

Asparagus was originally a wild seacoast plant, and is a na- 
tive of Great Britain. 

The tomato is a native of South America, and it takes its 
name from a Portuguese word. 

Greengage is called after the Gage family, who first took it 
into England from a monastery in Paris. 

Parsley is said to have come from Egypt, and mythology 
tells us it was used to adorn the head of Hercules. 

Apples were originally brought from the East by the Ko- 
mans. The crab apple is indigenous to Great Britain. 

When James Buchanan was minister to England he had 
ears of corn, hermetically sealed, sent to him from this country. 

It is a curious fact that while the names of all our animals 
are of Saxon origin, Norman names are given to flesh they 
yield. 

The onion was almost an object of worship with the Egyp- 
tians 2,000 years before the Christian era. It first came from 
India. 

The cantaloupe is a native of America, and so called from 
the name of a place near Rome, where it was first cultivated 
in Europe. 

Before the middle of the seventeenth century tea was not 
used in England, and was entirely unknown to the Greeks 
and Romans. 

The word biscuit is French for "twice baked," because orig- 
inally, that was the mode of entirely depriving it of moisture 
to insure its keeping. 

Cloves come to us from the Indies, and take their name 
from the Latin clauvus or French ekim, both meaning a nail, 
to which they have a resemblance. 

EXERCISE No. 12. 
The Use of Christian Names. 

The following table exhibits the popular names of the day. It 
is based on the first or leading names of 100,000 children — 
50,000 males and 50,000 females — registered in England in 
1882: 



Appendix. 49 

Order. Names Number. Order. Names Number 

l...Mary 6,819 13...Anii 1,718 

2.. .William 6,590 14.. .Jane 1,697 

3.. .John 6,230 15...Ellen 1,621 

4. ..Elizabeth 4,617 16.. .Emily 1,615 

5.. .Thomas 3,876 17... Frederick 1,604 

6.. .George 3,620 18.. .Annie 1,580 

/...Sarah 3,602 19. ..Margaret 1,546 

8. ..James 3,060 20.. .Emma 1,540 

9. ..Charles 2,323 21. ..Eliza 1,507 

10. ..Henry 2,060 22. ..Robert 1,323 

11. ..Alice 1,925 23.. .Arthur 1,237 

12.. .Joseph 1,780 24.. .Alfred 1,232 

25.. .Edward 1,180 

Total number of children (out of 100,000) re^stered 
under the above twentj^-five names 65,895. 

It will be observed that these twenty-five titles belong to 
about two-thirds of the 100,000 children. It is also evident, 
ou examination, that, however great the variety of the names 
divided among the remaining third, there was but one name 
to every 26.35 persons. There is good reason for supposing 
that the table affords a fair sample of the proportions in which 
personal titles are distributed among our own population in 
general, and we do not wonder at the confusion that often 
arises in large classes, as in our public schools, on account of 
so many children bearing the same name. 

— Anonymous. 
EXERCISE No. 13. 
Birthdays of Twenty American Authors. 

1. Washington Irving, April 3, 1783. 

2. George Bancroft, October 3, 1800. 

3. H. W. Longfellow, February 17, 1807. 

4. J. R. Lowell, February 22, 1819. 

5. W. C. Bryant, November 3, 1794. 

6. J. G. Whittier, December 17, 1808. 

7. J. G. Holland, July 24. 1819. 

8. O. W. Holmes, August 29, 1809. 

9. R. W. Emerson, May 25, 1803. 



60 Appendix. 

10. N. P. Willis, January 20, 1807. 

11. Nathaniel Hawthorne, July 4, 1804. 

12. Harriet B. Stowe, June 14, 1812. 

13. John L. Motley, April 15, 1814. 

14. Alice Carey, April 26, 1820. 
16. E. P. Whipple, March 8, 1819. 

16. Fitz Greene Halleck, July 8, 1790. 

17. Edward Everett, April 11, 1794. 

18. R. H. Dana, November 15, 1787. 

19. Wm. H. Prescott, May 4, 1796. 

20. Wm. Ellery Channing, April 7, 1780. 

EXERCISE No. 14. 
Authors of some Popular Poems. 

"America," — Samuel Francis Smith. 
"Star Spangled Banner," — Francis S. Key. 
"The Tapestry Weavers," — Addison Chester. 
"The Blue and the (Tray."— F. M. Finch. 
"The Bivouac of the Dead," — Theodore O'Hara. 
"Sheridan's Ride,"— T. B. Reid. 

"Oh Why Should The Spirit of Mortal Be Proud,"— Wm. 
Knox. 

"The Mistletoe Bough," — Thomas Haynes Bayly. 
"Somebody's Darling," — W. H. Sparks. 
"The Water Mill,"— Brig. -Gen. McCallum. 
EXERCISE No. 15. 
Correct Use of Words. 

Note. — To show pupils the nice use to which words may 
be put when properly understood, the following list of phrases 
may be written on the board. This exercise is referred to in 
Talk No. XXV The reference to the word "couple" in that 
talk is intended to stimulate dictionary work on the words 
thus noted. 

Tell what we meau by — 
A pair of gloves. 
A brace of ducks. 



Appendix. 51 

A couple of mice. 
A sfwami of bees. 
A herd of cattle: 
A flock of birds. 
A drove of horses. 
A yoke of oxen. 

EXERCISE No. 16. 
The Exposition. 

The banners ! The bells ! The red banners ! 
The rainbows of banners ! The chimes ! 
The music of stars ! The sweet manners 
Of peace in old pastoral times ! 

The coming of nations ! Kings Ijringing 
Rich gifts to republics ! The trees 
Of paradise, and birds singing 
By the side of De Soto's swift seas ! 

— Joaquin Miller. 

EXERCISE No. 17. 

W lie re Violins are Made. 

In one ot those mountainous districts of Bavaria, there is a 

town called Mittenwald, shut in by snow-clad peaks and dense 

forests, in which every yard is crossed by a labyrinth of ropes 

and poles, on which hundreds of violins are hung up to dry. 

For a couple of centuries the entire industry of the town has 

been violin-making, for which the surrounding forests produce 

the best of material. Men, women and children all have their 

allotted share of work ; and violins, cellos, bass violins, zithers, 

and every stringed instrument, from a copy of some old and 

priceless Stradivarious, perfect in foj'm, color and tone, down 

to the cheapest banjo, are exported in great quantities, all 

hand-made, to every quarter of the globe. 

— Brainard's Musical World. 
EXERCISE NO. 18. 
Far Talk XXXVIIL 
HOW CELLULOID IS MADE. 

A roll of paper is slowly unwound, and at the same time 



52 Appendix. 

saturated with a mixture of five parts of sulphuric acid and 
two of nitric, which falls on the paper in a nice spray. This 
changes the cellulose of the paper into a fine pyroxyline (gun 
cotton). The excess of acid having been expelled by pressure, 
the paper is washed with plenty of water, until all traces of 
acid have been removed ; it is then reduced to pulp, and pass- 
ed on to the bleaching trough. Most of the water having been 
got rid ot by means of a strainer, the pulp is mixed with from 
20 to 40 per cent, of its weight of camphor, and the mixture 
thoroughly triturated under millstones. The necessary color- 
ing matter having been added in the form of powder, a second 
mixture and grinding follows. The finely divided pulp is 
then spread out in thin layers on slabs, and from twenty to 
twenty-five of these layers are placed in a hydraulic press, 
separated from one another by sheets of blotting paper, and 
are subjected to a pressure of 140 atmospheres, until all traces 
of moisture have been got rid of. The plates thus obtained 
are broken up and soaked for twenty-four hours in alcohol. 
The matter is then passed between rollers heated 140° to 150° 
Fahrenheit, whence it issues in the form of elastic sheets. 

— Boston Journal of Commerce. 

EXERCISE NO. 19. 

For Talk XLIV. 

THE GREATEST FORTRESS. 

The greatest fortress from a strategical point of view is the 
famous stronghold of Gibraltar. It occupies a rocky peninsu- 
la jutting out into the sea, about three miles long and three- 
quarters of a mile wide. One central rock rises to a height 
of 1435 feet above the sea level. Its northern face is perpendic- 
lar, while its east side is full of tremendous precipices. On 
the south it terminates in what is called Europa Point. The 
west side is less steep than the east, and between its base and 
the sea is the narrow, almost level, span on which the town of 
Gibraltar is built. The fortress is considered impregnable to 
military assault. The regular garrison in time of peace num- 
bers about 7000. 



Appendix. 63 

EXERCISE NO. 20. 

Governors of Pennsylvania under the Proprietary Government. 

William Penn 1682 to 1684 James Logan 1736 to 1738 

Thomas Loyd 1684 to 1688 George Thomas 1738 to 1747 

John Blackwell 1688 to 16JW Anthony Palmer 1747 to 1748 

Benjamin Fletcher to 1693 James Hamilton 1748 to 1754 

William Markham 1693 to 1699 Robert H. Morris 1754 to 1756 

William Penn 1699 to 1701 William Denny 1756 to 1769 

Andrew Hamilton 170Ho 1703 James Hamilton 1759 to 1763 

Edward Khippen 1703 to 1704 John Penn 1763 to 1771 

John Evans 1704 to 1709 James Hamilton to 1771 

Charles Gookin 1709 to 1717 Richard Penn 1771 to 1773 

Sir Wm. Keith 1717 to 1726 John Penn 1773 to 1776 

Patrick Gordon 1726 to 1736 

Presidents under the First Constitution. 

Thomas Wharton 1777 to 1778 John Dickinson 1782 to 1785 

Joseph Reed .' 1778 to 1781 Benjamin Franklin 1785 to 1788 

Wm. Moore 1781 to 1782 Thomas Mifflin 1788 to 1790 

Governors under (lie Constitution of 1790. 

Thomas MifflJn 1790 to 1799 David R. Porter 1839 to 1845 

Thomas McKean 1799 to 1808 Francis R. Shunk 1815 to 1848 

Simon Snider 1808 to 1817 William F. Johnston 1848 to 1852 

William Flndlay 1817 to 1820 William Bigler 1852 to 1855 

Joseph Heisler 1820 to 1823 James Pollock 1x55 to 1858 

John A. Shulze 1823 to 18-J9 William T. Packer 1858 to 1861 

Geo. Wolf. 1829 to 1832 Andrew G. Curtin 1861 to 1867 

Joseph Ritner 1835 to 1839 John W. Geary 1867 to 1873 

Governors wider the Constitution of 1873. 

Jno. F. Hartranft 1873 to 1879 Robert E. Pattison 1883 to 1887 

Henry M. Hoyt 1879 to 1883 James A. Beaver 1887 to 

EXERCISE NO. 21. 

Note. — Many teachers can find a great many opi>ortunities to 
instil into the mind of some pupil some religious precept out- 
side of the school work, and do it in such away that it will avail 
much without offending any. Tlie description of the person of Christ 
given below will no doubt be of interest to every reader. It was 
written by Publuis Lentnllius, the Roman pro consul in a letter 
which he sent to the "Senate and the People of Rome," duringhis 
abode in Jerusalem. Eutropius gives this version of that letter 
which describes the person of our Savior. 

Epistle of Ptd)lius Lentullius. 

"There appeared in these our times (and he is yet to be 
seen) a man of great virtue, by the name of Jesus Christ : 
who is called by the nations a prophet of the truth ; by his 



54 Appendix. 

disciples styled the Son of God ; who raiseth the dead, and 
healeth all infirmities and diseases; a man of middle stature, 
upright, and begetting admiration ; of a venerable aspect, 
whom his beholders may easily both love and fear ; his hair 
is of a chestnut color, full ripe, plain and smooth to his ears, 
and from thence neat, somewhat crisped and shining in their 
flowing from his shoulders, dividing themselves above in the 
middle, according to the manner of the Nazarites ; having a 
most clear forehead, a face without wrinkle or spot, a beard 
somewhat thick and never shorn, of the same color with the 
hair of his head, not long, but parted in the middle ; of a plain 
and mature aspect; his eyes somewhat green, and clear; his 
nose and mouth no way to be reprehended ; whom a moderate 
blush doth sweeten ; in rebuking terrible ; in admonishing, 
gentle and gracious; his look pleasant, with reserved gravity. 
He was never known to laugh : but sometimes to weep ; his 
arms and hands delectable to behold. In discourse grave, 
excellent and modest ; beautiful above the sons of men." 

— Publius Leniullim. 



^mtm.^^ 




LIBRARY OF CONGRESS 

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